Critically examines literacy research from historical perspectives, including behavioral and cognitive/metacognitive research paradigms. Historical perspectives are considered in terms of theoretical frameworks, research methods, and implications for curriculum, instruction, and assessment.

Prerequisites: EDUC 695 or equivalent.
 
Examines how to assess the efficacy of educational programs. In a constrained fiscal environment, there are limitations on the number of programs the public can (or will) support. Thus, it is important to ask, “Does this program really work?” “Is it better than other alternatives for attaining its stated purpose?” The purpose is to develop students’ skills in answering such hard questions. Before impacts can be assessed, the program and its aim must be well understood. This raises questions such as “What is this program?” “What is it meant to accomplish?” “Are these goals realistic given the parameters of its definition?"

Investigates contemporary issues related to research on literacy. Specific topics vary each time the course is offered.

Prerequisites: EDUC 794 or equivalent.
 
Treats advanced issues in measurement theory and practice, including a consideration of the use and misuse of standardized tests in American education.
 

Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: EDUC 606 or equivalent.
 
Focuses on the development and acquisition of memory, knowledge, and expertise in classrooms from a cognitive psychology perspective.  Considers conceptual change models of learning as well as cognition and instruction in the content areas of reading, writing, mathematics, science, and social studies.

Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: EDUC 606 or equivalent.
 
Focuses on student motivation in classroom settings and includes discussion of different motivational theories such as attribution, social cognitive, intrinsic motivation, and goal theory. Considers how different characteristics of classrooms influence student motivation to learn.

Prerequisites: Permission of instructor.
 
As one of the four core courses in the mathematics education area of specialization, the course aims at familiarizing doctoral students with theories, problems, and practices that are specific to mathematics education research.  The course addresses sample lines of research to illustrate issues of theory, design, method, or application paying attention to epistemological issues in the pursuit of research in mathematics education.  Students engage in reading and discussing articles on the epistemology of science and social sciences and commentary and review papers in mathematics education.

May be elected twice.

This course focuses on rigorous evaluation of policies and interventions intended to support children's early learning and success in k-12. Evaluations will be discussed in the context of the current and historical landscape. Specific topics will include theories across developmental psychology and economics, school accountability, teacher-focused policies, and digital learning.

Prerequisites: EDUC / PUBPOL 712
 
Explores methods for causal inference in research on postsecondary education. The focus is on topics relevant to education policy, including student aid, debt, college-match quality, attainment, and the labor-market returns to schooling.

Prerequisites: Permission of instructor.
 
Explores topics in education and psychology based on the interests of faculty and students in the program. The topics addressed change each term. Students should consult the office of the Combined Program in Education and Psychology for the current list of offerings each semester.

Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: Combined Program student standing or permiss

(Program students are required to sign up for three credit hours.) An advanced seminar on issues in education perspectives for psychologists. It is primarily for third and fourth-year program students and is a required course. The seminar is designed to identify and review issues critical to "educationalists": researchers, those concerned with issues of training, policy specialists, and practitioners. The major focus is to become broadly conversant with the range of issues associated with the study and practice of education and to use this knowledge to analyze and reflect upon those issues. Participants will be encouraged to relate their scholarly interests to matters of practical significance. 

This is a course offered at the Law School through the Problem Solving Initiative (PSI). Through a team-based, experiential and Interdisciplinary learning model, small groups of U-M graduate and professional students work with faculty to explore and offer solutions to emerging, complex problems.

This course overviews critical race theory (CRT) in education, an analytical framework that examines and challenges race/racism and other forms of subordination shaping disparate educational opportunities for Communities of Color. Students will explore CRT's intellectual genealogies, its origins in schools of law, and its applications to the field of education.

Full Term Credit Hours: Grad Min: 3.00 Grad Max: 3.00 - Half Term Credit Hours: Grad Min: 3.00 Grad Max: 3.00

This mini-seminar is for university instructors interested in moving the concepts of diversity, inclusion, justice, and equity (DIJE) from the theoretical to the practical in undergraduate courses. Participants will analyze scholarly reflections about teaching issues of racial and social justice, and consider how to pedagogically account for DIJE.

Full Term Credit Hours: Grad Min: 1.00 Grad Max: 1.00 - Half Term Credit Hours: Grad Min: 1.00 Grad Max: 1.00